What Can New Literacy Studies Offer to the Teaching of Struggling Readers?

Autor/in	Compton-Lilly, Catherine F.
Titel	What Can New Literacy Studies Offer to the Teaching of Struggling Readers?
Quelle	In: Reading Teacher, 63 (2009) 1, S.88-90 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1598/RT.63.1.10
Schlagwörter	Social Experience; Teaching Methods; Reading Difficulties; Reading Instruction; Literacy Education; Theories; Grade 1; Writing Instruction; Multiracial Persons; Racial Differences; Individual Instruction; Racial Identification; Media Adaptation; Reading Teachers + Suchen Sie Ihr Suchwort? Soziale Erfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Reading difficulty; Leseschwierigkeit; Leseunterricht; Theory; Theorie; School year 01; 1. Schuljahr; Schuljahr 01; Schreibunterricht; Mischling; Rassenunterschied; Individuelles Lernen; Medienverwendung; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen
Abstract	A case study of one student is used to explore three instructional approaches that draw teachers' attention to reading as a social experience that involves culture and identity. These approaches draw on New Literacy Studies, children's media practices, and critical race theory and provide insights on how to better serve struggling readers. (As Provided).
Anmerkungen	International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10